Think of 10 ‘difficult’ words from your subject. Read the ideas below about simplifying language and then try to write definitions of these 10 words using concrete words and the students’ own active vocabulary.

Simplifying language

On Summary sheet A5 we looked at the importance of using the students’ active vocabulary to help understanding, and therefore memory. This applies to what you say in the classroom, as well as what you write.

If you use ‘difficult’ words which are probably not in the students’ active vocabulary:

• Make sure they are necessary. Could you use simpler words?
• If they are necessary, explain them in simple words.
• Make sure any explanation or definition is expressed in the students’ active vocabulary. It is no good defining a difficult word in words which are equally difficult. It is no good saying that “conservation” means “preserving the natural ecology of the environment.” Students will be even more confused! “Conservation is trying to keep the world around us as it originally was, not changing or destroying it.” This is better.

Abstract and concrete language

_{Words can be either concrete or abstract}.

Concrete words refer to ideas we can see, or imagine a picture of, for example - house, building, soil, trees.

Abstract words refer to ideas which we cannot see or imagine a picture of for example - conservation, Home Economics.

Abstract words cause most difficulty. If you use abstract words like conservation or Home Economics, you should explain them and give concrete examples, such as “conservation includes stopping people from cutting down forests or dumping rubbish in the sea to destroy coral”; “Home Economics studies food, clothing, houses and families”.

Technical words

These are words which are essential for learning a particular subject e.g. piston, spark plug, jack plane, cross-beam, carbohydrates, cross-stitch, humus.

Students must learn these, but

• do not introduce too many technical words at one time;
• explain each one in the students’ own active vocabulary or by demonstration;
• only introduce words which are really necessary or useful.

Some of the diagrams of parts of a cow or chicken, which are often used, contain words which you would only need if you studied veterinary science, that is if you were training to be a ‘doctor’ of animals. They would certainly not be useful to the average Solomon Islands student who wants to keep cattle or chickens when they return home.

NOTES AND HANDOUTS

The ideas about language use in the classroom apply to both blackboard notes and handouts. These should not be copied from your own College notes or a textbook. As was said on Summary sheet A5, they must be in the students’ active vocabulary.

Other ideas are:

· Print clear headings.

· Divide notes into sections and sub-sections with headings.

· Number each section and sub-section

e.g. 1. a

b

c

2. a

b. i

ii

iii

3.

· Make the layout attractive and clear.

· Remember to use note form, not sentences.

Here is a set of notes which might go with the lesson discussed in activity B7.6 and Summary sheet B16 on the causes of soil erosion.

CAUSES OF SOIL EROSION

1. Soils

a. Consist of: i. Small rock particles

ii. Humus – remains of dead plants and animals.

iii. Water

b. Bound together by humus

2. Leaching

a. Rain dissolves chemicals from soil

b. Most humus may be dissolved

c. Leaves soil particles loose or not bound together

3. Soil erosion

a. Soil without humus.

b. Particles loose

c. Rain washes it away.

(diagram)

NOTE FORM

Notes or handouts are not usually written in full sentences. Use only the important words. This is like sending a service message, when we have to pay according to the number of words we use.

Instead of writing “The button is sewn on by a special button stitch to make it fixed tightly to the cloth”, we can write “Button sewn by button stitch fixed tightly to cloth”. Only the bold words are needed.

The word used for notes are mainly:

• names or nouns (button, cloth)
• verbs or doing words (sewn, fixed)
• describing words – adjectives or adverbs (tightly)

The kinds of words you miss out are:

• articles (the, a, an, some)
• joining words (and, but, therefore.)
• preposition (by, for, to, on).

You can also use abbreviations or symbols e.g.

• std = students
• à = leading to, causing
• .’. = therefore

Make a set of notes to summarise the session on planting seeds in seed boxes discussed in activity B7.5 and summary sheet B15.

HANDOUTS AND WORKSHEETS

There are 2 main kinds:

1. Summaries of the topic or skill being taught. These may be given out before or after the teaching. They must be explained immediately. They are often better given at the end when students can understand them.

2. Worksheets are questions or exercises for students to do. These may be used at anytime.

Worksheets may also contain summaries of the topic, usually given after an exercise, or used as a basis for questions or exercises.

Whole topics can be taught by using worksheets, so that each student can learn at their own pace.

A worksheet to go with the session on soil erosion in activity B7.6 and Summary sheet B16 might be:

CAUSES OF SOIL EROSION

1. Collect some soil samples.

2. Look at the soil samples. List 3 things you can see in them:

a………………………………………………………………………………………………………………………..

b………………………………………………………………………………………………………………………..

c…………………………………………………………………………………………………………………………

3. How are the particles bound together?………………………………………………………….

……………………………………………………………………………………………………………………………………….

4. What is humus? ……………………………………………………………………………………………………

5. What is leaching? ………………………………………………………………………………………………..

6. Draw a diagram to show how soil erosion can occur.

Prepare a worksheet to teach any topic in your subject area.  Combine notes with questions and exercises and use diagrams if they are useful.  Try to make the language you use as simple and clear as possible.

PIJIN OR ENGLISH?

 

In your groups discuss

1. Should teaching in RTCs be in Pijin or English?

2. Should blackboard notes or handouts be in Pijin or English?

Give reasons for what you decide. Summarise the advantages and disadvantages of using each language for:

a. teaching;

b. notes.

Read summary sheet A10, Pijin or English?

Read the following Pijin version of the notes on soil erosion, then change the worksheet you wrote in Activity A10.3 into Pijin.

EROSION OR GRAON HEMI LUS

1. Graon

a. Graon garem i. Olketa smol rok

ii. Olketa plant an animal wea dae finis (humus)

iii. Wata.

b. Humus hem taitem olketa smol rok long graon.

2. Kemikal was awe (leaching)

a. Ren hemi save was awe olketa kemikal long graon

b. Hem save was awe humus

c. Taem humus hem lus, hem no taitem olketa smol rok.

3. Graon was awe (erosion)

a. Graon no garem humus

b. No eniting taitim graon.

c. Ren hem was awe graon.

Note: This has retained only 3 technical words - erosion, leaching and humus - but each are explained in Pijin. Should the other three be written in Pijin spelling also? Erosen? Lising? Humus? This may be confusing if students come across the words later in English. Notice also that some words, like humus, would be spelt the same in Pijin or English.